How Do Students From Different Socioeconomic Backgrounds Respond to Mathematics Instruction? An Exploration From Diverse School Settings
Schleppenbach, Megan Renee
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/80104
Description
Title
How Do Students From Different Socioeconomic Backgrounds Respond to Mathematics Instruction? An Exploration From Diverse School Settings
Author(s)
Schleppenbach, Megan Renee
Issue Date
2009
Doctoral Committee Chair(s)
Perry, Michelle
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Curriculum and Instruction
Language
eng
Abstract
Understanding why low-income students consistently perform below their middle-income peers on achievement tests, particularly in mathematics, is an issue that has received no small amount of attention in recent years. This study contributes to this understanding by examining deeply the experiences and participation of 15 low-income students during mathematics lessons in six diverse fifth-classrooms. Using observations, transcripts of lessons, and interviews as a guide, the author concludes that the participation of low-income students in mathematics lessons is largely influenced by the classroom settings in which the students are housed. The low-income students who were surrounded primarily by other low-income students in their classrooms had very different experiences from their underserved peers in middle-income classrooms. These findings imply that classroom context---including the students in the classroom---can shape how mathematics is taught and how underserved students participate in that instruction.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
